There are 2 editions of the book, "Using Technology with Classroom Instruction that Works". The first edition was published in 2007 while the updated 2nd edition was published in 2012.
2007 Edition
2012 Edition
I. Setting Objectives
In the text, setting objectives helps students focus their learning. Teachers should help students to personalize their learning. Although goals should be focused, they should not be too narrow.
2007 Edition - Microsoft Word, Kidspiration, Inspiration, Survey Monkey, Rubistar Online Rubric Builder
2012 Edition (Ch. 1) - GoogleDocs, Inspiration, MindMeister, Survey Monkey, Rubistar, Microsoft Readability Check, eClicker, Microsoft Word with Track Changes
According to "Using Technology with Classroom Instruction That Works", feedback should be "corrective in nature, timely, and specific to criterion. Students can provide some of their own feedback."
Listed below are some programs, websites, and apps that would be appropriate for providing feedback.
2007 Edition - Microsoft Word with Track Changes and Inserted Comments, CPS's Histogram, Instructor Summary, Question Report, and Study Guide, www.mathplayground.com, blogs, wikis, email, instant messaging, video conferencing,
2012 Edition (Ch. 1) - GoogleDocs, Inspiration, MindMeister, Survey Monkey, Rubistar, Microsoft Readability Check, eClicker, Microsoft Word with Track Changes
Rewards don't quite have a negative affect on intrinsic motivation. Rewards that are rely on levels of performance of some standard are the most effective. Intangible recognition is more effective than concrete rewards.
2007 Edition - Certificate of Recognition from Microsoft PowerPoint, Print Shop Deluxe, Wikis, Blogs, and other sites to publish student work, www.printablecertificaterewards.com,
2012 Edition (Ch.2) - Google Docs Spreadsheet, Microsoft Excel, Survey Monkey, Micropoll, Web20Badges.com
Additional Resources for Providing Recognition
Edmodo - Badges can be awarded to students for specific actions
BigHugeLabs website for creating many printable documents of many kinds that can be used to motivate and recognize students' effort.
**Kidblog** - Visible teacher replies to student comments or blog posts
IV. Cues, Questions, and Advance Organizers
These should focus on important information to the standard. High order questions and advance organizers yield deeper learning. Advance organizers really show their value with information that isn't well organized on its own. Taking advantage of "wait time" before accepting student answers produces deeper answers. Questions before a learning experience set the stage for students.
2007 Edition - Cueing with Kidspiration, Organizers in Inspiration, Inspiration's Rapid Fire tool, Stellarium open source planetarium software
2012 Edition (Ch. 4) - Inspiration, Inspiration with Rapid Fire, Drawing App on iPad, Star Chart
Additional Resources for Providing Cues, Questions, and Advance Organizers
Bubbl.Us - Online graphic organizer with rapid fire capability
Google Earth - 3D model of the Earth with searchable locations, articles linked to their location, and Google Sky, Google Moon, Google Mars built-in
Microsoft Word and PowerPoint documents for student use; given as a frame to begin organized learning, not simply presented from teacher station
Popplet App in iPad
V. Nonlinguistic Representations
The purpose is to elaborate on knowledge. Use these to represent knowledge. Students can create a physical model of abstract knowledge. Pictures, pictographs, and kinesthetic activities can be used to represent knowledge.
2007 Edition - Data from USGS turned into a graph in Excel, Kidspiration's Vocabulary Word template, Graphic Organizer made in Microsoft Word, Time Sequence Pattern Organizer in Inspiration, Process Chart/Cause-Effect Organizer in Microsoft Word, Graphed data in Vernier Logger Pro, Digital images from Proscope digital microscope, Video from Proscope, TIme-Lapse movie on Plant Growth
2012 Edition (Ch. 5) - AudioNote, PaperDesk, Seismic Data from US Geological Survey, Microsoft Excel, Wolfram Alpha Chart, Gapminder, Pasco SPARKvue, ProScope Digital Microscope, TIme-Lapse Movie, Kidspiration's "Vocabulary Word" template, Bubbl.us, Inspiration, Microsoft Word, Visuwords, Google Earth's Ancient Rome Layer, Google Sketchup, PowerPoint, Animation/Stop Motion software/app, simulation from National Library of Virtual Manipulatives, ExploreLearning's Mouse Genetics Gizmo
Additional Resources for Nonlinguistic Representations
To be effective, students must delete some and keep some information. To do this, students need to analyze the information deeply. Awareness of the structure of the information can be a significant aid in the process.
2007 Edition - Microsoft Word's Track Changes, Definition Frame Template in Inspiration, Combination Notes in PowerPoint, Kidspiration
2012 Edition (Ch. 6.) - Microsoft Word's Track Changes and Notebook Layout, Kidspiration, Webspiration, PowerPoint, Wordle
Addtional Resources in Summarizing and NoteTaking
PDF programs with the ability to annotate - Preview on Mac, Adobe Acrobat Reader for PC/Mac, PaperPortNotes for iPad
Organizing groups by ability should be rarely done. Cooperative groups should be small in size and use consistently, but not overly so.
2007 Edition - Collaborative Rubrics, JasonProject, Website building, Shared Calendars, Social Bookmarking, like Diigo and Symbaloo; Web-enabled Multiplayer Simulation Games
2012 Edition (Ch. 3) - Glogster, Syncpad
Additional Resources for Cooperative Learning
Edmodo - Find other classes in your town or across the globe; Work in small groups
Not all students understand the importance of effort. Students can learn this belief.
2007 Edition - Microsoft Excel Progress chart, SurveyMonkey
2012 Edition (Ch. 2) - Google Docs Spreadsheet, Microsoft Excel, Survey Monkey, Micropoll, Web20Badges.com
Additional Resources for Reinforcing Effort
PowerSchool - With the exception of kindergarten students in our district, all students can login to PowerSchool to check their own progress by using their lunch number as the username and first initial capitalized, last initial capitalized, and last 4 numbers of their state issued PIN.
IX. Identifying Similarities and Differences
Explicit guidance in identifying similarities and differences enhances their understanding of knowledge. Requiring students to independently search for similarities and differences also does. The creation and use of graphic representation of those similarities and differences further enhances their understanding.
2007 Edition - Classification tables in Microsoft Word, Comparison spreadsheet in Microsoft Excel, Classification templates in Kidspiration, Graphs in Vernier Logger Pro
2012 Edition (Ch. 8) - Classification activities in Google Docs and Microsoft Word,
Additional Resources for Identifying Similarities and Differences
The amount of homework assigned should be determined by student's grade. Parent involvement should be kept to a minimum. The reason for homework needs to be understood by the students. Homework should be commented on by the teacher.
2007 Edition - Practice activities in Microsoft Excel
Generating and testing hypotheses should be done in either an inductive or deductive manner. Teachers should ask students to explain their hypotheses and conclusions
2007 Edition - Interactive Spreadsheets in Microsoft Excel, Digital probe activities with Vernier equipment and Logger Pro, Making History multiplayer strategy game
2012 Edition (Ch. 9) - Cause analysis in Inspiration, Digital probe activity
Additional Resources for Generating and Testing Hypothesis
Books Referenced by this page Pitler, H., Hubbell, E., & Kuhn, M., Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Table of Contents
I. Setting Objectives
In the text, setting objectives helps students focus their learning. Teachers should help students to personalize their learning. Although goals should be focused, they should not be too narrow.Additional Resources for Setting Objectives
II. Providing Feedback
According to "Using Technology with Classroom Instruction That Works", feedback should be "corrective in nature, timely, and specific to criterion. Students can provide some of their own feedback."Listed below are some programs, websites, and apps that would be appropriate for providing feedback.
Additional Resources for Providing Feedback
III. Providing Recognition
Rewards don't quite have a negative affect on intrinsic motivation. Rewards that are rely on levels of performance of some standard are the most effective. Intangible recognition is more effective than concrete rewards.Additional Resources for Providing Recognition
IV. Cues, Questions, and Advance Organizers
These should focus on important information to the standard. High order questions and advance organizers yield deeper learning. Advance organizers really show their value with information that isn't well organized on its own. Taking advantage of "wait time" before accepting student answers produces deeper answers. Questions before a learning experience set the stage for students.Additional Resources for Providing Cues, Questions, and Advance Organizers
V. Nonlinguistic Representations
The purpose is to elaborate on knowledge. Use these to represent knowledge. Students can create a physical model of abstract knowledge. Pictures, pictographs, and kinesthetic activities can be used to represent knowledge.Additional Resources for Nonlinguistic Representations
VI. Summarizing and Note Taking
To be effective, students must delete some and keep some information. To do this, students need to analyze the information deeply. Awareness of the structure of the information can be a significant aid in the process.Addtional Resources in Summarizing and NoteTaking
VII. Cooperative Learning
Organizing groups by ability should be rarely done. Cooperative groups should be small in size and use consistently, but not overly so.Additional Resources for Cooperative Learning
VIII. Reinforcing Effort
Not all students understand the importance of effort. Students can learn this belief.Additional Resources for Reinforcing Effort
IX. Identifying Similarities and Differences
Explicit guidance in identifying similarities and differences enhances their understanding of knowledge. Requiring students to independently search for similarities and differences also does. The creation and use of graphic representation of those similarities and differences further enhances their understanding.Additional Resources for Identifying Similarities and Differences
X. Homework and Practice
The amount of homework assigned should be determined by student's grade. Parent involvement should be kept to a minimum. The reason for homework needs to be understood by the students. Homework should be commented on by the teacher.Additional Resources for Homework and Practice
XI. Generating and Testing Hypothesis
Generating and testing hypotheses should be done in either an inductive or deductive manner. Teachers should ask students to explain their hypotheses and conclusionsAdditional Resources for Generating and Testing Hypothesis
Books Referenced by this page
Pitler, H., Hubbell, E., & Kuhn, M., Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Pitler, H., Hubbell, E., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD. - See more at: http://www.mcrel.org/products-and-services/products/product-listing/01_99/product-24#sthash.t7fr6alK.dpuf